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91.
Helen J Parkin Stuart Hepplestone Graham Holden Brian Irwin Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. 相似文献
92.
Selected curriculum changes were studied in two rural shcool‐community contexts. Both qualitative and quantitative data indicated that implementation was at a low level of use and that factors related to isolation were particularly powerful influences in the change process. A major implication of the study is demonstrated need for detailed curriculum implementation plans that account for local school community factors. 相似文献
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94.
Ruth Watts 《History of education》2013,42(3):306-319
Examining the evolution of medical education for women in a major city, this paper details the combination of private and public initiative, and the role of nonconformist denominational networks in Birmingham, one of the largest industrial and commercial centres of the British Empire. From the 1880s women gradually gained access to both higher education and professional training in medicine. This was necessarily underpinned by the growth of school science for girls. In this, the role of the new endowed and proprietary schools for girls was very significant in Birmingham but that of the School Board and LEA was also important, not least in demonstrating class and gendered attitudes in education and medicine. In theory from the 1880s and 1890s it was possible even for girls from elementary schools to proceed by way of scholarship both to secondary school and to university. Such educational opportunities expanded in early twentieth-century Birmingham yet always remained slimmer for girls. From 1900 the new university ostensibly gave equal rights to women in medical education as in all other studies. The university itself had grown out of local interests and patronage and saw itself as serving the local community. Birmingham’s liberal leaders believed in scientific education and social reform, including greater equality between the sexes, although contemporary cultural and social currents could militate against such high aspirations. Nevertheless, the university did take a lead in opening up medicine to women, allowing participation in professional life, for some at the highest levels, and serving the local city and regional community. 相似文献
95.
Ruth Haun 《Communication quarterly》2013,61(2):31-32
This essay examines aspects of Tom Paine's “vulgar” style by comparing the sentence structure and diction of Common Sense with that of four other pamphlets of the American Revolution. It concludes that Paine adapted his prose style to the popular audience, in part, by avoidance of noun modifiers and overly long subordinate clauses, and a preference for uninterrupted subject‐verb‐object sentences, active verbs, and forms of “to be.” 相似文献
96.
Barbara De La Harpe J. Fiona Peterson Noel Frankham Robert Zehner Douglas Neale Elizabeth Musgrave Ruth McDermott 《The International Journal of Art & Design Education》2009,28(1):37-51
What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further. 相似文献
97.
To examine the development of triplets, 23 sets of triplets were matched with 23 sets of twins and 23 singletons (N=138). Maternal sensitivity was observed at newborn, 3, 6, and 12 months, and infants' cognitive and symbolic skills at 1 year. Triplets received lower maternal sensitivity across infancy and exhibited poorer cognitive competencies compared with singletons and twins. The most medically compromised triplet showed the lowest regulation, received lower maternal sensitivity, and demonstrated the weakest outcomes compared with siblings. Structural modeling charted three levels of influence on cognitive outcomes: direct, indirect, and contextual. The triplet ecology provides a context for assessing the relations among infant inborn dispositions, the rearing environment, and the role of exclusive parenting in development. 相似文献
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99.
Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted. 相似文献
100.
Disclosure of child abuse may enable initiating interventions to end maltreatment and mediate its negative physical and psychological consequences. The present study reviews the field of disclosure and examines factors affecting disclosure among a service population of abused children who were placed in residential care due to various forms of abuse (e.g., physical, sexual, emotional, neglect and witnessing domestic violence). The sample consisted of 286 Israeli (Hebrew and Arabic speaking) children aged 12–17 (mean = 14 ± 1). Following approval of the Ethics committee of the University and parents’ written consent, participants were administered a self-report questionnaire that included the following measures: a Socio-Demographic Questionnaire, the Childhood Trauma Questionnaire (CTQ), the Juvenile Victimization Questionnaire (JVQ), and the Disclosure of Trauma Questionnaire (DTQ). Results indicated that the three key factors enhancing the likelihood of disclosure were: moral factors, external initiatives and intolerable physical pain. The three key factors inhibiting disclosure were feelings of shame, fear of losing social support and uncertainty as to how and to whom to disclose. Results also showed that children preferred to disclose to their nuclear family members (parents and siblings) in comparison with professionals. 相似文献